Redefining Involvement: Research-Based Strategies for Engaging the Hard-To-Reach
Dec 30, 2015
Redefining Involvement:
Research-Based Strategies for Engaging the Hard-To-Reach
You Will Learn To…
Identify hard-to-reach families Understand the barriers to family involvement
and how to overcome them Use research that supports family involvement Understand the various roles families can play Work with families in poverty, minority
families, majority families, and others who do not speak English
What are the characteristics of hard-to-reach families?
Characteristics of Hard-To-Reach Families
Families love their children. Families and children share an emotional bond. Families want to connect with their children’s lives. Families want to participate. They appreciate
knowing how to partner with the school and receiving a variety of options for serving.
Families have much to give. Families have useful ideas and insights.
What are the barriers to family involvement?
Barriers to Family Involvement
Lack of time Uncertainty about what to do Personal education experience Cultural and language differences Lack of supportive environment
Fortress School
Goal: Protect schoolParents: Stay homeTeachers: TeachCommunication: One-way (newsletter)Parent groups: Hand-pickedDecisions: Principal
Come If We Call School
Goal: Share values
Parents: Reinforce school
Teachers: Conferences/Open houses
Communication: One-way (school handbook)
Parent groups: Meet monthly, principal speaks
Decisions: Principal and lead teachers
Open Door School
Goal: Enrich school
Parents: Share and help
Teachers: Know families/build on strengths
Communication: Mostly one-way; some two-way
Parent groups: Parent committees
Decisions: SBDM Council
Partnership School
All Kids Learn
Families and Teachers: Know each other Serve on committees Make decisions Look at data Share information; mostly two-way
Why is family involvement important?
Students Benefit:
Earn higher grades and test scores Enroll in higher level programs Are promoted and earn credits Adapt well to school and attend regularly Have better social skills and behavior Graduate and go on to higher education Achieve greater success in life
Families Benefit:
More confidence in school Higher expectations of their children Higher teacher opinions of families More self-confidence More likely to continue their own education
Schools Benefit:
Improved teacher morale Higher teacher ratings by parents More support from families Higher student achievement Better reputation in the community
Families are most likely to become involved if they…
Understand they SHOULD be involved Know they are CAPABLE of making a contribution Feel INVITED by the school and their children
What roles do families play?
Family Roles
Families as teachers Families as learners Families as supporters Families as advocates Families as advisors and decisionmakers
Source: KSA-Plus and Center for Parent Leadership
How toincludeeveryone
Including Families in Poverty
Go to their place of safety. Provide incentives. Listen to their stories. Ask them:
What they need for their children to be successful What they want to know
Be clear about expectations.
Including Hispanic Families
Build on cultural values Stress personal contact Foster communication Create a warm environment Facilitate structural accommodations
for family involvement
“Lessons from High Performing Hispanic Schools” Reyes, Scribner and Scribner
More Ideas To Help Everyone Feel Included
Find bilingual speakers to bridge gap between families and the school.
Identify parent liaisons to connect with those who are hard to reach.
Offer an ongoing orientation program for families on topics such as homework, school attendance, standards, and discipline.
Source: Allen, Texas ISD
More Ideas To Help Everyone Feel Included
Develop “take home” family learning (including multilingual) activities.
Form a family advisory group to advise the principal on how to improve services for those in poverty and language minority students.
Offer classes for parents on helping their child with their English homework.
Involve hard-to-reach families on advisory committees, councils, and key communicator groups.
How to turn research into action
Research to Action
Link all efforts to engage families, whether based at school or in the community, to student learning.
Getting Started: Things to think about…
Partners Needs assessment Recruiting and selecting participants Curriculum Funding Strategic Communications Plan
Focus
Beaverton Develop leaders among parents of seven language groups
Canby Training sessions for parents of children not meeting state benchmarks
Hillsboro Developed parent leaders among Hispanic community
Curriculum
Identified what families wanted to know Identified what they needed to know, based on
national (NCLB) and state standards Reviewed research-based best practices Included strong focus on standards and school data Worked with translators
How We Got Them There
Calls, follow-up calls Home visits Convenient meeting times and places Goals for each school Letters/flyers Natural selection Transportation Good food, child care, translators Prizes Media
How to meet families’ needs and overcome obstacles
Meeting Families’ Needs
Parent Concerns Can I provide adequate
clothing for the family? Can I locate housing? Can I provide a healthy
diet?
Staff Support Provide emergency
information Establish crisis intervention
procedures Provide information about
community resources
Physiological Needs (food, clothing, shelter)
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Meeting Families’ Needs/2
Parent Concerns Can I get a job? Will I get a “fair break”? Will I find something to
hold onto? Will I feel safe and
comfortable?
Staff Support Make referrals Provide counseling Encourage independence Identify community
resources
Safety Needs (job, home, security)
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Meeting Families’ Needs/3
Parent Concerns Will I make friends? Will others accept me? Should I belong to a group? Do others really need me?
Staff Support Develop parent/staff partnerships Arrange social events Support parent/child events Identify recreation facilities Encourage buddy system
Social Needs (family, friends, groups)
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Meeting Families’ Needs/4
Parent Concerns Am I doing something
worthwhile? Will I be looked up to? Will I learn a new skill or
gain new knowledge?
Staff Support Provide successful experiences Give positive feedback Encourage decision making Encourage volunteering
Esteem Needs (“I am lovable and capable”)
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Meeting Families’ Needs/5
Parent Concerns Can I accomplish my goals? What is my potential as a
person, parent, mate, breadwinner, etc.?
Can I acquire new skills or enhance present skills?
Staff Support Highlight parents’ contribution
to program Assess skills and potential Develop interest areas Plan for upward mobility Facilitate goal identification
Self-Fulfillment Needs (ego fulfillment)
Source: Maslow’s Hierarchy of Needs, Source: Maslow’s Hierarchy of Needs, adapted from Lapides & Lapidesadapted from Lapides & Lapides
Overcoming Obstacles
Obstacles Inconvenient meeting
time Lack of transportation Lack of babysitters
Ideas for Overcoming Them Ask families to specify a
convenient meeting time Arrange carpools and walk
pools, etc. Provide a nursery or arrange
sitters
Adapted from U.S. Department of Health and Human Services
Overcoming Obstacles/2
Obstacles Feelings of personal
inadequacy Inexperienced
chairpersons No opportunity to
participate at meetings
Ideas for Overcoming Them Arrange social events for
parents and staff Conduct training, coaching Ask questions and encourage
families to talk; provide translators
Adapted from U.S. Department of Health and Human Services
Overcoming Obstacles/3
Obstacles Meetings seem to
accomplish nothing Feeling unwelcome Having overwhelming
personal problems
Ideas for Overcoming Them Research topic before
meeting; close on a positive note
Brief staff on ways to put parents at ease
Make personal calls or home visits to help families talk about problems
Adapted from U.S. Department of Health and Human Services
What are the lessons learned?
Lessons Learned…
The power of data The power of open, honest communication The desire of families to know and understand The strength of sharing The power of high expectations It is possible to work with seven language groups
in one session
Lessons Learned/2
Challenges exist: No clear focus on families--it’s not a priority Low expectations of families Limited resources devoted to helping families
understand education Assumptions that families already know Protectiveness of schools/educators Recruitment and sustainability is very hard work
Families say they have…
More understanding and knowledge Increased confidence Concern for all children, not just their own Desire to partner with schools Usefulness of these new skills in their jobs Desire to be leaders Ability to hold schools accountable
Planning and Communicating
Let our advance worrying become advance thinking and planning.
--Winston Churchill
Strategic Communication Plan
What do you want your stakeholders to do (actions)? Who needs to know and be involved (stakeholders)? What do they need to know (messages)? How should they be informed and involved (messengers)? When should they know (timetable)? Who will do the work (responsibilities)?
When you get home and think of a question….
Call or email
Name:E-mail Address:Phone Number: